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Curriculum Unit Plan
Course Title: Philosophy: Questions and Theories Course Code:
HZT4U Grade Level: 12 Unit Name: Epistemology: What do we know and
how do we know it? Authors: Christopher Clarke, Justin Malisani,
Sofia Mojica, Laura Waters and Peter Wray Date of Completion: July
23, 2009 Preliminary Culminating Activities: For this unit we have
two culminating tasks a group debate along with a Unit Test Board
Game. For this group debate we will have students taking on the
role of specific philosophers, researching the pertinent background
information, then going head to head with other philosophers
arguing as to what constitutes knowledge and what does not. There
will be an anonymous vote as to who has the most convincing
argument. There will be Grade 10 and 11 students invited in to
learn more about the subject and hopefully create interest for
course selection. The other culminating task we have planned is the
Interactive (electronic) Unit Test game board. The game board is
projected on the white screen. Taking turns, students roll a die
and move the game piece accordingly. Wherever the game piece lands,
the students will answer the corresponding question on either the
scantron sheet, or foolscap provided (multiple choice on Scantron;
short answer on foolscap).
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Table Of Contents:
Summative Assessment Plan: Page 3 Unit Overview: Page 5
Instructional Organizer: Page 9 Summaries of Learning Activities:
Lessons 1 and 2 An Introduction to Epistemology and
Philosophers
Page 10
Lesson 3 Philosophers Solo Page 11 Lesson 4 Exploring Our Matrix
Page 16 Lesson 5 Theories of Perception Page 19 Lesson 6 Socratic
Dialogues Page 20 Lesson 7 Philosophers Debate Page 23 Lesson 8
Philosophy Game Unit Test Page 24
Appendix: Page 25
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Summative Assessment Plan:
Course Title and Code: Philosophy: Questions and Theories Grade:
12 Destination: University Unit: Epistemology
Enduring Understandings:
By the end of this unit, the students will be able to:
1 identify the main questions, concepts, and theories of
epistemology 2 evaluate the strengths and weaknesses of responses
to some of the main questions of epistemology defended by some
major philosophers and schools of philosophy, and defend their own
responses 3 demonstrate the relevance of philosophical theories of
epistemology to concrete problems in everyday life 4 explain how
different epistemological theories apply to subject areas such as
psychology
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Specific Expectations:
demonstrate an understanding of the main philosophical questions
of epistemology (e.g.,What is human knowledge? Can humans know the
world as it really is? Are there some things that humans can never
know? Are there some things that we know with absolute
certainty?)
evaluate the strengths and weaknesses of the responses given by
some
of the major philosophers (e.g., Aquinas, Plato, Descartes,
Berkeley, Nagarjuna) and major schools of epistemology (e.g.,
skepticism, empiricism, pragmatism) to some of the main
epistemological questions (e.g., Is human knowledge based entirely
on sensory perception? What counts as a justification in claiming
to know something?), making reference to classic texts (e.g.,
Platos Meno, Descartes Discourse on Method)
formulate their own ideas about some of the main questions of
epistemology, and explain and defend those ideas in philosophical
exchanges with others
describe instances in which philosophical problems of knowledge
occur in everyday contexts (e.g., conflicting eyewitness claims in
court trials), and can be clarified and analyzed using
philosophical theories of epistemology
explain how theories of knowledge (e.g., realism) are adopted
and applied in subject areas such as psychology (e.g., the
psychology of perception).
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UNIT OVERVIEW
Lesson Title and Number
Title of Task Description EU Being Addressed
Scaffolding Required?
1 Introduction to Epistemology
Welcome to Epistemology!
Please see Appendix 1 for Lesson
Please see Appendix 1for Lesson
Please see Appendix 1 for Lesson
2 Overview of Philosophers
An Overview of Various Epistemological Philosophers and Primary
Documents
Please see Appendix 2 for Lesson
Please see Appendix 2 for Lesson
Please see Appendix 2 for Lesson
3 Philosophers Solo
Philosophers Solo: A Solo Journey to Discover: What is
Knowledge?
In this activity, students are isolated from one another to
allow time for reflective writing on course material &/or
personal goals and philosophy. Students are removed from the class
and escorted to the quiet nooks and crannies of the school building
and property to be alone. The physical isolation, and the novel
setting, jolts the student into viewing course material or
themselves from a different perspective.
1 2 3 4
Basic concepts of epistemology. Overview of Philosophers
Descartes, Locke, Buddha (Rationalist, Empiricist and
Alternative).
4 Exploring Our Matrix
Sense Data Activity Journal Responses Philosophers Movie
Critique
Sense Data Students will be role playing the same observational
process simulating Bertrand Russells examination of what we truly
know Journal Responses - Students have 2 opportunities of
Write/Pair/Share activities to begin class based on relevant
issues. Philosophers Movie Critique- Movie critique on how Platos
Allegory of the Cave can be compared to The Matrix. Must include
ideas for at least 1
1 2 3
Examine what it means when we say knowledge and how it applies
to our life in T/P/S. Examine how the Knowledge that we think we
know may not be knowledge through a Russells text. Sense Data
activity will allow them to apply
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other philosopher. theories in real world. Extend this idea
through study of Platos Allegory of the Cave The Matrix will allow
a current application for epistemological ideas.
5 Theories of Perception
Sensory Perception Illusion Response
On-line activities demonstrating how sensory perceptions may be
deceitful. Students must explain what they conclude about sensory
perceptions after now seeing the many different ways they can be
deceiving.
3 4
With previous lessons new knowledge students will experience
first hand how sensory perceptions can be deceitful through sensory
perception illusion exercises. Must be linked to theory.
6 Socratic Dialogue
Writing Your Own Socratic Dialogue (Formative Assessment
Activity)
This activity consolidates students understanding of the main
theories of knowledge (Rationalist, Empiricist, Skepticism, etc.)
from lessons 2-5 and accompanying notes. For this activity students
will work in pairs (set to maximize support and cooperation by
teacher) Students will use their notes, review materials provided
and/or PowerPoint review on class web page to assist them is
writing a Socratic style dialogue on the nature of knowledge. As
creativity counts, some may choose to perform the dialogue other
hand in a written copy.
1 2 3 4
The knowledge and understanding from previous lessons is
consolidated here through paired discussion and summarizing notes.
The students are encouraged to voice their own supported opinion in
the dialogue. Students will be exposed to the original
philosophical work Platos The Meno.
7 Culminating Debates
Philosophers Debate and Open House (Summative
Students will work in groups of 2 to 3 to research the
epistemological ideas of a
1 2 3
Students need to be aware of the basic concepts of
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Assessment) particular philosopher. They will also come up with
some statements about knowledge to be debated in class. A debate
organizer will be completed. Debate will take place over two days
will each group representing their philosopher on knowledge
concepts. Students will address questions determined by the teacher
and also their own. At the end there will be a free vote as to
which philosopher won. Students from grade 10 or 11 classrooms
and/or administrators will be invited in to learn more about the
philosophy program.
4 epistemology and the history of this branch of philosophy.
They will have overview background information on each of the
philosophers before beginning this task.
8 Culminating Task/Test
Philosophy Game Students will be playing a philosophy board game
with a variety of questions in order to determine their
understanding of the epistemology unit.
1 2 3 4
Students will require knowledge and understanding of the entire
unit.
Course Description: This course addresses three (or more) of the
main areas of philosophy: metaphysics, logic, epistemology, ethics,
social and political philosophy, and aesthetics. Students will
learn critical thinking skills, the main ideas expressed by
philosophers from a variety of the worlds traditions, how to
develop and explain their own philosophical ideas, and how to apply
those ideas to contemporary social issues and personal experiences.
The course will also help students refine skills used in
researching and investigating topics in philosophy. This unit plan
covers epistemology, the study of knowledge. We feel that this unit
has the capability of covering many of the big ideas and names
within philosophy. We hope to give our students the opportunity to
discuss, debate, question and analyze the ideas of main names in
this field of philosophy. We want students to demonstrate an
understanding of the main philosophical questions of epistemology
and be able to evaluate the strengths and weaknesses of the
responses given by some of the major philosophers and major schools
of epistemology. We also want to include primary source texts. We
formed our curriculum assessment around students gaining the
ability to
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formulate their own ideas about epistemology while at the same
time incorporating classical theories.
HZT Philosophy Epistemology Unit Overview
~ May 2009 ~ Sun Mon Tue Wed Thu Fri Sat
1 Introductory lesson - Epistemology
2
3
4 Intro continued
5 Overview of Philosophers
6 Intro to Solo and Philosophers Log
7 PHILOSOPHERS SOLO
8 DEBRIEF SOLO AND QUESTIONS
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11 Theories of Perception: Build off Matrix? Subjective/
Objective Truth -Show Matrix here?-
12 Matrix
13 Matrix
14 Theories of Perception: Sensory Perception
15 Socratic dialogue Assignment
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18 Computer Lab time to complete Socratic dialogue
Assignment
19 Group Debate Prep
20 Group Debate Prep
21 Group Debate
22 Group Debate
23
24
25 Debate Video
26 Review
27 Unit Test
28 Unit Test
29
30
31
Notes:
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Summary of Learning Activities and Strategies
Lesson 1: An Introduction to Epistemology and Philosophers Log
Book
Time: 75 minutes Expectations: EP1.01
Please see Appendix 1.0 and 1.1 for example of a full lesson
plan.
Lesson 2: Overview of Philosophers Time: 75 minutes
Expectations: EP1.02 Please see Appendix 2 for an example of a
full lesson plan.
Lesson 3: Philosophers Solo Time: 225 minutes
Expectations: EP1.01, EP1.02, EP1.03, ISV.03, ISV.05, EPV.01,
EPV.02
Learning Strategy/Activities: Day 1 Purpose: The purpose of this
activity is to introduce each student to a number of different ways
to think about how humans obtain knowledge and truth. The focus is
on Rationalist, Empiricist and Alternative Epistemology.
Philosophers Logbook: 1. Introduce Philosophers log. The log is
a record of their written thoughts as they
encounter and critique philosophical issues. Students should be
encouraged both to demonstrate their understanding of a
philosophical position and to examine that position in the
laboratory of the self. To run a position through the laboratory of
the self is to test its premises against the students own
experiences and understanding of the world. (For example, the
student should ask him/herself: When I am reflecting on Knowledge
am I do so from a rationalist, empiricist or alternative Eastern
Spiritual Philosophy perspective). The Philosophy Log is a tool
that can be used for formative assessment in this unit, measuring
student understanding and offering an opportunity for
individualized feedback. Alternatively, it may be used throughout
the course, in each unit of study. The
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teacher may choose to use the Log as a formative assessment to
begin the year, and then evaluate the Log entries summatively as
the course progresses. The rubric (Appendix 3.5) allows for both
summative and formative use.
Handout: 2. Introduce Philosophers Handout: Each student is
handed three pieces of paper
indicating three different perspectives on knowledge Rationalist
- Descartes, Empiricist - Locke, and Alternative: Eastern Spiritual
Philosophy- Buddha (see Appendix 3.1, 3.2, & 3.3). Along with
these pieces of paper each student is also handed a booklet (dollar
store purchase), this is their philosophers log. Each student is
asked to acquaint themselves albeit briefly with all three
philosophers and perspectives by reading over the material given to
them by the teacher.
Three Corner Triangle Exercise: 3. Activity 1: Following student
reflection regarding all three perspectives
(Appendix 3.1, 3.2, 3.3), the teacher initiates a three corner
triangle exercise. This is the introductory activity to
understanding rationalist perspective, empiricist perspective, and
alternative perspective Eastern Spiritual Philosophy. The purpose
of this activity is to introduce each student to a number of
different ways to think about how humans obtain knowledge and
truth. Students are unaware at the time but statements posed from
each of the following perspectives on what is knowledge; for
example, There are some things that humans can never know (see
examples in Appendix 3.4). Three corners of the classroom are
assigned a category (I believe this to be true; I believe this not
to be true; I dont know) and students are invited to move to the
corner that corresponds to their opinion. Corner groups are
instructed to discuss reasons for their opinion and develop an
argument in support of this opinion. Each corner reports their
argument to the class. The teacher emphasizes the use of logic and
examples when justifying opinions. All along the teacher is
instructing and helping them to understand their choice. It is not
fundamentally important where everyone really ends up rather an
exercise to get the students aware of the topic and that the topic
of epistemology can be seen from a variety of perspectives. The
goal is to create opportunities for dialogue, emphasizing
philosophy as a communal activity.
4. By the conclusion of the discussion, students are familiar
with issues of concern to epistemology philosophers. Students
should be asked to reread the 3 page handout (Descartes, Locke and
Buddha) so that they are able to match key figures with the ideas
they have discussed and to fix the new knowledge in their minds.
Students should discover that they have been relating to the ideas
of one philosopher or another, and they are predisposed in this way
to engage with this philosopher and with the material in general. .
Indicate that the culminating activity will also require the skills
employed in this activity: critical thinking, presenting arguments
to the class, and using logic to defend opinions.
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5. Brief Solo for the next Day
Day 2 Purpose: To clarify the students ways of knowing and will
disclose a students method of knowing.
Philosophers Solo 6. Activity 2: Philosophers Solo. This
activity should act as a catalyst towards a
deeper understanding of their philosophy on Knowledge and
truth.
Rationale: In this activity, students are isolated from one
another to allow time for reflective writing on course material
&/or personal goals and philosophy. Students are removed from
the class and escorted to the quiet nooks and crannies of the
school building and property to be alone. The physical isolation,
and the novel setting, jolts the student into viewing course
material or themselves from a different perspective. The solo can
be used to mimic Descartes experience as he underwent his Method of
Doubt. It can be used to allow students time to generate their own
ideas about how they have come to acquire knowledge, away from the
peer pressure of the classroom. The solo should be a time for
reflection and thought to occur. A common activity in a wilderness
setting is to have students on solo write a letter to themselves,
outlining their own philosophy in life the ethical imperatives and
this was the impetus behind developing this Lesson. The Process:
The key to success in this activity is framing the solo experience
to the students. Describe to the students how Descartes isolated
himself in a dark room, with only a candle, and systematically
doubted everything he could in order to arrive at a Philosophical
First Principle, a certain truth. Emphasize the power of this
experience, and the profundity of his conclusion. Ask the students
to try and embody this intensity in order for them to try and
unravel their own philosophical truth and quest to understand how
we know what we know. Emphasize the scarcity of time we spend
genuinely alone, without an iPod or TV or computer or magazine. How
often are we entirely alone with our thoughts? Students are
generally fascinated to realize it is almost never. Inform students
of their task on the solo: they will record their own thoughts and
wrestle with the three questions concerning their own ways of
knowing as they endure the solitude.
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Three Questions: a) Hold an object in your hand, like a rock or
a pencil. What is the name you give to
this object in your hand? b) How do you know that the object in
your hand really exists and you are not
imagining it? c) What evidence shows that what you know about
this object is in fact the truth?
They will record their own answers to three key questions to
help develop their own sense of how they have come to know what
they claim to know? And How they know what absolute truth is? They
must think and write, and they cannot do anything else. The
recording of their three questions and thoughts should be written
in their philosophers log.
7. In the proper mindset, escort students to locations in the
school pre-chosen for their isolation. They must walk in silence
and speak with no one. Even better, take them to the soccer field
and have them spread out completely.
8. Have the students bring only a pen and their Philosophers Log
no iPods or cell phones.
9. At a pre-arranged time, have students return to class.
Tips/Advice:
For some classes, the activity seems impossible. You cant
imagine setting them free in the school. You can arrange for the
students likely to roam the halls to be placed in solo sites close
to you. Walk the halls to see that they are staying in place.
Notify your hall monitors and admin of what you are planning.
This way, they can help monitor students, and also will not hassle
the students to get back to class.
This activity was adapted from the Canadian Outward Bound
Wilderness School Instructor Manual. The resource has many other
suggestions of ways to use the solo experience.
10. Quick and informal debrief the activity as a whole class. To
build on to this
assignment would be to encourage them to do the solo as an
experiment: How long can they last alone? What will they discover?
If it helps, you can talk about the origins of the solo experience
in many cultures, particularly some Native cultures, as an
opportunity for important self-realization and growth.
Day 3: Purpose: To reflect and share their Philosophers Solo
experience
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Debrief Solo Reflect, Retell, Relate/Think, Pair, Share
11. Debrief the experience with the whole class. Ask them to
reflect back on their Solo. Then, students are invited to pair up
together and share their experiences of being alone and communicate
their philosophical conclusions to one another. The listener should
record the other students findings in their philosophical Log and
compare and contrast their findings together. They are then asked
to share some of their conclusions with the rest of the class. All
the while the teacher is drawing parallels between the philosophers
and the students answers.
Letter Writing Assignment:
12. Have the students reread the Handouts (Appendix 3.1,
3.2,& 3.3) of each major philosopher and write a letter to one
of the philosophers outlining how they have similar and contrasting
perspectives on how they know what they know (See Rubric
Attached).
13. Conclude by pointing out how the Epistemology issues and
terminology learned in this activity will be needed for the
culminating activity.
Description of Assessment:
Students are assessed for their contribution to class and group
discussions. Students may be assessed for note-taking. The teacher
may consider assessing student knowledge with a quiz on the
material in the readings. Students may be assessed or evaluated for
their Philosophy Log entries (Appendix 3.5). Students may be
assessed on the written letter to a philosopher (Appendix 3.7).
Students may be assessed on their solo experience (Appendix
3.6)
Resources: Print: Law, Stephen (2007). The Great Philosophers:
The Lives and Ideas of Historys Greatest Thinkers. London: Quercus.
Hampshire, Stuart (1956). The Age of Reason. New York: The New
American Library. Berlin, Isaiah (1956). The Age of Enlightenment.
New York : The New American Library. The Ontario Educational
Communications Authority (2004). Philosophy. Ontario: TV Ontario.
Ontario Ministry of Education (2000). The Ontario Curriculum Grades
11 and 12 Social Sciences and Humanities. Ontario: Queens Printer
for Ontario. Electronic The Internet Encyclopaedia of Philosophy
www.utm.edu/research/iep/ The Routledge Encyclopedia of Philosophy
www.rep.routledge.com:/routledge/signpost/sp.html
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The Ontario Philosophy Teachers Association
www.ontariophilosophy.ca
Lesson 4: Exploring Our Matrix Time: 225 minutes
Expectations: EP1.04, EP1.05 Learning Strategy/Activities:
Day 1
Write/Pair/Share activity (15 mins) Begin class with a question
on the board that accesses prior knowledge and ties in to the
central reading (Bertrand Russell) for the day:
Is there any knowledge in the world that is so certain that no
reasonable man could doubt it? (Bertrand Russell) This is the first
line of the reading we will be examining today. Allow students 10
minutes to journal Ask students to pair and share their thoughts
with each other. Circulate to see if students are on the right
track prompt/give examples where necessary. On the board write
Things we know and record answers from each pair for the class to
see. Now ask the class how we know these things to be true. Take an
example from the board and ask class to prove that it is true. The
answer will undoubtedly be based on a sensory perception (ex:I can
see it). Explain that we will be examining sensory perceptions and
how they affect how we know things.
Bertrand Russell: Problems of Philosophy: Appearance and Reality
(30 mins) Linked to the previous activity ask class, Have you ever
thought something to be true based on your sense perceptions but in
reality was false (Give examples: Think you see a friend but it
turns out to be someone else, etc.) You can also talk briefly about
appearance vs. reality as they will have some knowledge of this
from English classes Shakespeare. Students will relate to it and
then you can explain how philosophical Appearance and Reality
theory is similar to it. Hand out central reading or if you have
computer access they can visit this link:
http://www.ditext.com/russell/rus1.html OR You can allow the class
to listen to the MP3 link of the text:
http://www.listentogenius.com/author.php/133 If reading hard copy
you may want to read the first page with the class to get them into
it. Instead of providing study questions to assess their
understanding of the text get each student to come up with 3
critical questions. They will be finishing this for homework and
explain that homework completion is important for the next class
activity.
Begin watching The Matrix (30 minutes)
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Ask students who have seen the plot to explain how they think it
relates to what they are learning. Provide study questions as they
watch. Note: Teacher will determine what parts to cut out to fit
the movie into the allotted times. Day 2 of Exploring Our Matrix
Learning Strategies/Activities
Write/Pair/Share Activity (15 minutes) Begin class with 2 pills
on the desk or draw a red pill and a blue pill on the board. Ask
the students; If you were faced with the same choice as Mateus gave
Neo in the Matrix what would you choose? Discuss with class the
pros and cons of both decisions. By knowing the truth your whole
life may be turned upside down On the board teacher surveys student
choices and tallies up how many chose blue and how many chose red.
Divide class into a red pill group and a blue pill group. Then
members of each group will form min-groups of 2 or 3. Each group
will come to a consensus on why they chose that particular pill.
Each group will share their responses with the class This is a good
lead into Russells Appearance and Reality they had for
homework.
Sense Data Activity (approx 35 minutes) Students will get into
groups of three and share their critical questions they came up
with and then agree on 1 they will share with the class. Allow all
groups to share their critical question and allow feedback of the
question. Pay particular attention to Russells sense data process
where he examines his table through all his senses to determine if
he really has knowledge of the table being in front of him. For
this activity the class will divide into groups of 3 to simulate
this important observational process that is central to
understanding the topic. The students must choose 1 physical object
in the class and examine it the way Russell does the table. Then
the group will act out using only questions the simulation and
mental process they go through when they perceive an object in the
room the way Russell does it. You may model an example.
The Matrix (approx 25 minutes) Watch middle portion of the movie
with study questions Day 3 of Exploring Our Matrix
Platos Allegory of the Cave (30 minutes) This Allegory is a
perfect fit for the Matrix and the understanding of sense
perception and knowledge. Instead of reading the allegory it is
important that the students have a visual as the concept can be
hard to follow at first. So instead of reading show a video clip of
the animated version of the allegory:
http://www.youtube.com/watch?v=d2afuTvUzBQ (approx 8 mins)
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Discuss before viewing that they will be viewing a very famous
philosophical text from Platos The Republic. It is a fictional
dialogue between Socrates (who was the teacher of Plato) and a
young follower of his named Glaucon. Explain that it can be argued
that we live in a world of relative ignorance and we become
comfortable with that ignorance, because it is all we know. When
and if we begin to be faced with truth, the process may be
overwhelming, and many would desire a return to their old lives.
Platos allegory shows that if you continue to seek truth, you will
eventually be able to handle it better and desire even more!
However others who are still masked in ignorance may ostracize you
thinking you are weird. Distribute handout with study questions.
(see handout)(Finish for homework)
Philosophers Movie Critique: Required Task - Handout assignment
and discuss. The task is to write a movie critique on how Platos
Allegory of the Cave can be compared to The Matrix. Both deal with
the question of knowledge and how our senses can deceive us from
reality. In your critique you must also include the ideas of at
least one philosopher and how they would explain how the two deal
with knowledge. Take some time with class to make sure everyone
understands the task.
The Matrix (approx 25 minutes)
Watch end portion of the movie with study questions
http://webspace.ship.edu/cgboer/platoscave.html
Using the handout (Appendix 4.0) students will be responsible
for answering
some final questions regarding the Matrix. Resources: Bertrand
Russell. Appearance and Reality, Problems of Philosophy . 7-16,
1912. Oxford Press http://www.ditext.com/russell/rus1.html
http://www.listentogenius.com/author.php/133
http://www.youtube.com/watch?v=d2afuTvUzBQ The Matrix Quinton, A.M.
1955. The Problem of Perception Mind, pp. 28-51. 1955 New Serials
Description of Assessment: Critical questions from Russells text.
Formative assessment (group) Sense Data role play Can be assessed
for Thinking and Application Movie Critique -The Matrix and The
Allegory of the Cave comparison Assessed for
Knowledge/Thinking/Communication
Lesson 5: Theories of Perception Time: 75 minutes
Expectations: EP1.04, EP1.05 Learning Strategy/Activities:
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This lesson is to provide the class of a fun and authentic way
to experience for themselves how sensory perceptions can be
illusions (the psychology of sensory perceptions). At the beginning
of the class hold up a piece of paper for a couple seconds and ask
everyone to write what it says.
Students eat their lunch in the
the cafeteria.
Students will write using only one the. Explain that our
expectations and experiences can affect our perceptions. There are
many examples of this in daily life. You can discuss how the
theories of other philosophers that you have already studied fit
into this idea. Example Descartes says that we may have knowledge
based on sensation, but it is unreliable. You can talk about the
Empiricists as well here. The next section must take place in a
computer lab. John Ridley Stroop was a psychologist and he
developed a series of tests to show how confusion occurs when two
forms of perception are in conflict. The idea here is to say the
colour that the word appears in (not the names of the colours
themselves). The test scores you and demonstrates how perceptions
cannot always be counted on at first. Students take the test and
score themselves:
http://faculty.washington.edu/chudler/java/ready.html Then students
are to find on the internet 1 more sensory perception illusion
exercise. Here are some links they can go on:
http://www.scientificpsychic.com/graphics/
http://www.archimedes-lab.org/index_optical.html
http://www.geocities.com/just_optical_illusions/ Homework task is
to explain what sense(s) it deceives and what they conclude about
sensory perceptions after now seeing the many different ways they
can be deceiving. Resources:
http://www.scientificpsychic.com/graphics/
http://www.archimedes-lab.org/index_optical.html
http://www.geocities.com/just_optical_illusions/
http://faculty.washington.edu/chudler/java/ready.html Description
of Assessment: Sensory perception illusion exercise can be assessed
for Knowledge and Application.
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Lesson 6: Socratic Dialogue Time: 150 minutes
Expectations: Learning Strategy/Activities:
Intro: Through some freak accident you are hurdled back in time
to ancient Athens. By incredible luck (and because otherwise this
assignment wouldnt work as well) you bump into two Athenians whom
you recognize as Socrates old students Crito and Plato. They are
busily engaged in a philosophical discussion. Having taken this
philosophy course you figure you are more than a match for any
ancient Greek. So, hoping to get your name in the history books you
tell Plato to pick up his pen and you begin a Socratic dialogue
with Crito (as he seems the easier mark) on the nature of
knowledge. The Assignment:
1. You are to write a Socratic style dialogue between you and
Crito (or some other ancient Greek sounding name) on either What is
knowledge? or How do we come to know something?.
2. This must be written in the style of the Platos Socratic
dialogues, but in English (examples given below).
3. The dialogue you create must clearly and logically discuss
the epistemological question you have chosen above and demonstrate
a clear knowledge of at least three of the various theories we have
studied in class.
4. The idea is to have a little fun with this assignment while
communicating your understanding of the topic.
5. The dialogue should be no more than three typed pages and
will be graded according to the rubric given below.
6. Creativity counts! What is a Socratic Dialogue and How do I
Write One? Socratic dialogues are philosophical conversations
between two or more people in which Socrates asks a series of
questions that lead the other person, through discussion, to an
answer. This answer is always something that proves Socrates right.
Socrates rubs this in at the end of every dialogue by asking a
question along the lines of So I was right wasnt I? to which the
other person, at this point, can only answer Yes (No wonder they
killed him =)).
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19
The style of a Socratic dialogue may be hard to get used to at
first, so please look at this sample Dialogue. Its on Freewill,
whereas yours will be about knowledge. *Also make sure you read
through the Points to Keep In Mind section that is written below
this example.
Sample Socratic Dialogue (on Freewill) "Adelphos: Socrates, why
do you waste your time by chatting with the people on the street?
Socrates: Ah, Adelphos! What a delightful surprise!. I have waited
years for somebody to ask this question. Exactly in what sense am I
wasting my time? Adelphos: You aren't teaching anyone with your
little dialogues in a way that can change their fate. Look at Demos
there. He is the son of wise Erasmus, and also a wealthy young man
of Athens. The gods know the number of his days, and he has
inherited the wisdom of his father and the kindness of his mother.
Look upon his face, his bearing, his diligence. He will be a fine
young man whether he listens to you babble on for hours or not.
Socrates: There are a few questions I want to ask you. First, if
the gods know the number of Demos's days, does that necessarily
make any action of his futile? Adelphos: It does not. The good
deeds of a good man bring much blessings, whether his life is long
or short. Socrates: And is it always the case that good fathers
have good sons? Adelphos: That is not the case, though there are
more good sons that come from good fathers than bad sons that come
from good fathers or good sons that come from bad fathers.
Socrates: Exactly what causes the exceptions, particularly when bad
sons are born to good fathers? Adelphos: It depends. Sometimes it's
the result of the bad character that's given to the sons by the
gods. Sometimes it's the ideas imposed upon the sons by other
people that corrupt a naturally good character. Socrates: How do
these ideas get imposed upon the naturally good sons? Adelphos:
From spending too much time listening to the ideas of other people
with poor character and imitating their actions. Let me give you an
example. Alcibiades was born of a good family and he had plenty in
terms of beauty and cleverness, but he turned out bad because he
was surrounded by a few reckless and wild people.
-
20
Socrates: Yet it would seem to me that if anyone was fated by
the gods to be good, Alcibiades was. It looked as if he had many
gifts from the gods and blessings from his parents, yet he turned
out bad because he imitated the poor judgments and actions of
others. Was he simply fated to spend his time with evil friends and
so to learn to make bad choices? Or did he choose to do so?
Adelphos: I see where you are going with this, Socrates. But
choosing and being fated to choose are the same thing..." * (The
dialogue above is taken from
http://classicalschool.blogspot.com/2008/04/writing-socratic-dialogue.html)
**For a real (and short) Socratic dialogue click on this link to
Platos classic Socratic dialogue (on virtue) The Meno:
http://classics.mit.edu/Plato/meno.html
Points to Keep In Mind
These guidelines will help you keep your Socratic dialogue on
track:
1. Use clear examples everyone will understand. 2. Make sure
your wording is easy to understand. 3. Your part of the
conversation is only to ask questions. The other character can
give answers or ask questions. 4. Try to draw out the possible
ridiculous consequences of the other person holding
their belief (reductio absurdum) 5. Keep emotion out of it. 6.
Try to make it interesting. 7. Dont make the person you are
dialoguing with too nave. Perhaps they can
represent an alternative philosophical position that we have
studied in class, but that you can refute or shoot down fairly
easily.
8. Make sure it ends in agreement.
Resources:
How to write a Socratic Dialogue
http://www.sfcp.org.uk/socratic_dialogue.htm Early Philosophers
Explained http://www.philosophypages.com/hy/index.htm
Epistemological Podcast Reviews Basic theories of knowledge. If you
dont want to join, just click the Listen button.
http://www.podbean.com/podcast-detail?pid=19988 Simple Blog site
discussing Socratic Dialogues
http://classicalschool.blogspot.com/2008/04/writing-socratic-dialogue.html
Timeline of Early Philosophers
http://www.philosophypages.com/dy/zt.htm
Description of Assessment: Please see Appendix 6.0, 6.1, 6.2
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21
Lesson 7: Culminating Activity: Philosophers Debate Time: 375
Minutes
Expectations: EP1.01, EP1.02, EP1.03, EP1.04, EP1.05 Learning
Strategy/Activities:
In this lesson, students are going to work together in groups to
represent a variety of different philosophers and/or philosophical
schools. Students will be able to choose the philosopher they wish
to represent from a list of my suggestions or come up with their
own ideas. Students will be encouraged to represent a variety of
philosophical backgrounds, from various historical time periods and
also from various cultural groups. Please see Appendix 7.0, 7.1 and
7.2 for graphic organizer and rubric Resources: Blackwell
Philosophy Resource Center www.blackwellpublishers.co.uk/PHILOS
Guide to Philosophy on the Internet
www.earlham.edu/~peters/gpi/index.htm The High School Philosophy
Website Project www.oise.utoronto.ca/`hsphil History of Western
Philosophy: Summary Outline
http://home.earthlink.net/~pdistan/index.html The Internet
Encyclopaedia of Philosophy www.utm.edu/research/iep/
Meta-Encyclopedia of Philosophy www.ditext.com/encyc/frame.html
Noesis: Philosophical Research Online
http://noesis.evansville.edu/bin/index.cgi The Routledge
Encyclopedia of Philosophy
www.rep.routledge.com:/routledge/signpost/sp.html
Lesson 8: Culminating Activity: Philosophy Board Game? Time: 150
minutes
Expectations: EP1.01, EP1.02, EP1.03, EP1.04, EP1.05 Learning
Strategy/Activities:
Please see Powerpoint document attached. In the "Matrix," which
was touched upon in this unit, Neo is torn between choosing the
blue pill, which will bring him back to his reality, or the red
pill, which will allow him to unravel the secrets of the Matrix. In
keeping with the theme of knowledge and choice, the Unit Test is
designed to provide students with the opportunity to choose their
own questions (by chance), and subsequently, how much the test will
be out of.
-
22
The (electronic) gameboard is projected on the white screen.
Taking turns, students roll a die and move the game piece
accordingly. Wherever the game piece lands, the students will
answer the corresponding question on either the scantron sheet, or
foolscap provided (multiple choice on Scantron; short answer on
foolscap). Expectations Covered: * identify the main questions,
concepts, and theories of epistemology; * evaluate the strengths
and weaknesses of responses to some of the main questions of
epistemology defended by some major philosophers and schools of
philosophy, and defend their own responses; * demonstrate the
relevance of philosophical theories of epistemology to concrete
problems in everyday life; * explain how different epistemological
theories apply to subject areas such as psychology Resources:
electronic board game unit test game piece die short answer
question cards scantron sheet foolscap for short answer questions
answer key laptop cart/LCD
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23
APPENDICES
Appendix 1.0 Lesson 1 Introduction to Epistemology
UNIT: 3
TOPIC: Introduction to Epistemology
TIME: 75 mins
LESSON: 1
SUBJECT: Philosophy Questions and Theories, HZT4U
GRADE: 12
SPECIFIC EXPECTATIONS:
Demonstrate an understanding of the main philosophical questions
of epistemology (E.g., what is human knowledge? Can humans know the
world as it really is? Are there some things that humans can never
know? Are there some things that we know with absolute
certainty?)
RESOURCES AND EQUIPMENT
Blackboard Overhead Chart Paper Textbook Worksheets Workbook
Print Material Handouts CD/Video/DVD TV/CD/VCR/DVD Player Other:
markers, post-its, LCD
TYPE OF ASSESSMENT
Diagnostic Formative Summative
ASSESSMENT TOOLS
Anecdotal Checklist Conference Rubric Presentation Rating
Interview Question/Answer Exhibition/Demonstration Learning Log
Observation Performance Task Quiz, Test, Examination Select
Response Self-Assessment
LEARNING STRATEGIES
Activity Centers Anticipation Guides Annolighting a text
Brainstorming/ Word web Carousel Case Studies Choral Reading
Debates Dramatizations/Skits Exit Slip Field Trip Four Corners
Gallery Tour Games Graffiti Wall Graphic Organizers Group Work
Inside/Outside Circle Jigsaw Journaling Lectures Literature Circles
Note Taking Numbered Heads Paired Reading Pass The Paper Place Mat
Portfolios Posters Presentations
TIME
30 mins
5 mins
LESSON DESCRIPTION:
1. Numbered Heads: Make 8 groups. 2. Graffiti Wall 3 minutes per
station: Each group
will visit a station to write their answers on the following
questions on chart paper on the wall:
Is it possible to know anything with certainty? Do you believe
that you have knowledge that does
not depend at all on perceptual experiences? How can we
differentiate between the concepts of
knowledge, wisdom, belief, and ideology? What does it mean for
something to be true? Is there one thing that you can say for
certain is
true? If yes, what is it? If no, what is it / if no, why? If a
tree falls in the forest and no one is around to
here it, does it make a sound? What is your interpretation of
the meaning of this question?
How do you know that your experiences of consciousness (or
reality) are the same as everyone else's?
If a placebo has an effect, is it any less real than the real
thing?
3. After visiting all of the stations, instruct each group
to
ACCOMMODATIONS/ MODIFICATIONS
Decreased Workload Increased Time Peer Tutoring Teacher
Assistance Scribing Use Of A Timer Different Mode Of Response
Visual Aid Manipulatives Technology Other:
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24
TYPE OF ASSESSMENT
Diagnostic Formative Summative
ASSESSMENT TOOLS
Anecdotal Checklist Conference Rubric Presentation Rating
Interview Question/Answer Exhibition/Demonstration Learning Log
Observation Performance Task Quiz, Test, Examination Select
Response Self-Assessment
ACCOMMODATIONS/ MODIFICATIONS
Decreased Workload Increased Time Peer Tutoring Teacher
Assistance Scribing Use Of A Timer Different Mode Of Response
Visual Aid Manipulatives Technology Other:
MULTIPLE INTELLIGENCES
Visual Linguistic Musical Logical Intrapersonal Kinesthetic
Interpersonal Naturalist Existentialist
Put Yourself On The Line Role Play Seminars Send A Problem
Snowball Stand-N-Share Storytelling Tableau Talking Chips Think,
Pair, Share Time Lines Value Lines Venn Diagrams Videos Other:
Parking Lot
10 mins
20 mins
10 mins
summarize their graffiti walls 4. Groups present their graffiti
wall summaries
5. Journaling: Introduce Philosophers log journal
assignment. Annolight instructions and go over rubric. Project
the first quote with the LCD. Discuss students reflections: To
learn something new, take the path that you took yesterday.
6. Wonder Wall Parking Lot: Hand out post-its.
Students write down things theyre always wondered about (must be
appropriate) and post them on the parking lot chart paper at the
back of the class. Teacher chooses 1-3 posts-its to discuss with
the class. Encourage students to keep posting throughout the unit,
as it will be taken up during the last 5-10 minutes of each
class.
BLOOMS TAXONOMY
Knowledge Comprehension Application Analysis Synthesis
Evaluation
CRITICAL THINKING SKILLS Developing insight into egocentricity
or sociocentricity
Exercising fair-mindedness Exploring thoughts underlying
feelings, and feelings underlying thoughts
Analyzing or evaluating arguments, interpretations, beliefs or
theories Developing intellectual humility and suspending
judgment
Clarifying and analyzing the meanings of words or phrases
Listening critically
Developing criteria for evaluation: clarifying values and
standards Evaluating evidence and alleged facts
Noting significant similarities and differences Distinguishing
relevant from irrelevant facts
Making plausible inferences, predictions, or interpretations
Clarifying issues, conclusions, or beliefs
Thinking independently HOMEWORK REMINDERS
LITERACY CONSIDERATIONS
L Learn Reading of
> previewing and analyzing features of a text > locating
and accessing information from a variety of sources
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25
Informational Text, Visuals, Graphics
> reading aloud- thinking aloud > finding organizational
and structural patterns > identifying 5 W + H > identifying
signal words > extending vocabulary and identifying unknown
words > reading different text forms (texts, visuals, graphics)
> reading for purpose and pleasure
I Increase Reading
and Comprehension
Skills
> highlighting key words, passages, quotes, elements in texts
> interpreting text forms > organizing ideas from text:
note-taking skills, concept maps, visualizing > differentiating
between most and least important ideas / information >
identifying main points, thesis, main arguments
T Think and Respond
Critically to Informational Texts
> asking questions > making inferences > using context
to find meaning > drawing conclusions > solving problems >
making judgments > identifying bias > determining credible
sources; analyzing validity of sources
E Evolving Writing
Skills
> writing for a purpose: webbing, mind mapping, report, types
of essay, journal, procedure, reflection, synopsis, abstract, prcis
etc. > rapid writing, generating ideas > organizing arguments
in writing > supporting the main idea / argument with evidence
> adding details and explanation > writing with clarity >
improving mechanics of writing
R Revising and
Editing Written Work
> reorganizing ideas > asking questions to revise writing
> peer editing > proofreading without partners > improving
mechanics of writing
A Applying Oral
Communication Skills
> communicating for a purpose and audience: pair work, small
group discussions, whole- class discussions, oral presentations,
debates, role play, jigsaws > questioning, listening and
speaking > articulating and communicating ideas critically >
communicating explicit and implicit messages, conclusions and
inferences > communicating effectively using visuals, graphics,
texts or orally
T Types of Literacy
> promoting literacy skills and experiencing literacy in a
variety of forms such as literacy; digital and technological >
reviewing literacy skills
E Evaluation and Exemplars
> check Liter8 skills through reading and writing tasks >
use sample OSSLT test questions / templates > reflective and
constructive feedback > examples and exemplars of good reading,
writing and communication skills
Appendix 1.1
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26
A PHILOSOPHERS LOG: REFLECTION ASSIGNMENT
INSTRUCTIONS For the first 10 minutes of class, you will write a
journal entry on a quote or article provided at the front
(overhead, board, or projector). When you enter the classroom, sit
down quietly and comment on the following:
1) What does the quote / article mean? 2) Provide at least one
example of a life experience that relates to the quote/article.
You are to hand in your complete and insightful journals at the
end of the unit (please date them). Remember, this is a quiet and
reflective exercise. Please refrain from talking to your peers, and
enjoy the alone time. **Note: If you have a quote that youre
particularly fond of, feel free to pass it to me so that we can use
it for this exercise.
A PHILOSOPHERS LOG:
REFLECTION ASSIGNMENT RUBRIC
CRITERIA COMMUNICATION /50
LEVEL 4
Journal responses are full and complete. Entries are insightful
and perceptive, connecting personal experience to the text and
making inferences and judgments. There is a thoughtful
interpretation of what was read, heard, or viewed.
LEVEL 3
Journal responses are full, but are missing some entries due to
absences. Some entries are insightful and perceptive, connecting
personal experience to the text and making inferences and
judgments. There is a thoughtful interpretation of what was read,
heard, or viewed.
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27
LEVEL 2 Journal responses meet basic expectations but some
responses are missing necessary detail or include unnecessary
information; many entries are missing due to many absences. Entries
show the reader connecting the text to life experiences.
LEVEL 1
Journal responses are incomplete because a large number of
classes have been missed. Entries are unclear, or show little
effort or insight. The writer occasionally makes observations or
predictions but these are vague and unsupported. Entries are often
simply summaries.
[Learning Skill Assessed: Initiative, Organization, Work Habits,
Independent
Work] Name:
________________________________________________________________________
Teacher Comments:
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix 2 Lesson 2: Primary Sources and Epistemology
UNIT: 3
TOPIC: Introduction to Epistemology -
Primary Sources
TIME: 75 mins
LESSON: 2
SUBJECT: Philosophy Questions and Theories, HZT4U
GRADE: 12
SPECIFIC EXPECTATIONS:
Demonstrate an understanding of the main philosophical questions
of epistemology (e.g., what is human knowledge? Can humans know the
world as it really is? Are there some things that humans can never
know? Are there some things that we know with absolute
certainty?);
Evaluate the strengths and weaknesses of the responses given by
some of the major philosophers (e.g., Aquinas, Plato, Descartes,
Berkeley, Nagarjuna) and major schools of epistemology (e.g.,
scepticism, empiricism, pragmatism) to some of the main
epistemological questions (e.g., Is human knowledge based entirely
on sensory perception? What counts as a justification in claiming
to know something?), making reference to classic texts (e.g.,
Platos Meno, Descartes Discourse on Method)
RESOURCES AND EQUIPMENT
Blackboard Overhead Chart Paper Textbook Worksheets Workbook
Print Material Handouts CD/Video/DVD TV/CD/VCR/DVD Player Other:
(Sheets with primary sources; graphic organizer in coloured paper),
post-its
-
28
TYPE OF ASSESSMENT
Diagnostic Formative Summative
ASSESSMENT TOOLS
Anecdotal Checklist Conference Rubric Presentation Rating
Interview Question/Answer Exhibition/Demonstration Learning Log
Observation Performance Task Quiz, Test, Examination Select
Response Self-Assessment
ACCOMMODATIONS/ MODIFICATIONS
Decreased Workload Increased Time Peer Tutoring Teacher
Assistance Scribing Use Of A Timer Different Mode Of Response
Visual Aid Manipulatives Technology Other:
MULTIPLE INTELLIGENCES
Visual Linguistic Musical Logical Intrapersonal Kinesthetic
Interpersonal Naturalist Existentialist
LEARNING STRATEGIES
Activity Centers Anticipation Guides Annolighting a text
Brainstorming/ Word web Carousel Case Studies Choral Reading
Debates Dramatizations/Skits Exit Slip Field Trip Four Corners
Gallery Tour Games Graffiti Wall Graphic Organizers Group Work
Inside/Outside Circle Jigsaw Journaling Lectures Literature Circles
Note Taking Numbered Heads Paired Reading Pass The Paper Place Mat
Portfolios Posters Presentations Put Yourself On The Line Role Play
Seminars Send A Problem Snowball Stand-N-Share Storytelling Tableau
Talking Chips Think, Pair, Share Time Lines Value Lines Venn
Diagrams Videos Other: Parking Lot
TIME
10 mins
5 mins 30 mins 20 mins 10 mins
LESSON DESCRIPTION:
1. HOOK - Journaling - Project quote of the day for Philosophers
Log assignment: Our greatest pretenses are built up not to hide the
evil and the ugly in us, but our emptiness. The hardest thing to
hide is something that is not there.
2. Debrief quote and ask students to share their thoughts.
3. Hand out graphic organizer.
4. Group Work: Assign students in groups of 3-4. Provide
excerpts of epistemology theories (8 see attached). Groups provide
an interpretation of the text, and evaluate the strengths and
weaknesses of their main arguments. Students jot down their ideas
on the graphic organizers provided.
Descarte Russell Plato Hume Al-Ghazali Aquinas Nagaruja
Berkley
5. Each group presents their ideas, as the rest of the class
fills out their graphic organizers, adding additional details and
explanations.
6. CLOSING - Wonder Wall Parking Lot: Teacher chooses 1-3
posts-its (from yesterdays parking lot) to discuss with the class.
Leave post-its at the back of the room (beside parking lot) and
encourage students to add to the wonder wall throughout the
unit).
BLOOMS TAXONOMY
Knowledge Comprehension Application Analysis Synthesis
Evaluation
CRITICAL THINKING SKILLS Developing insight into egocentricity
or sociocentricity
Exercising fair-mindedness Exploring thoughts underlying
feelings, and feelings underlying thoughts
Analyzing or evaluating arguments, interpretations, beliefs or
theories Developing intellectual humility and suspending
judgment
Clarifying and analyzing the meanings of words or phrases
Listening critically
Developing criteria for evaluation: clarifying values and
standards Evaluating evidence and alleged facts
Noting significant similarities and differences Distinguishing
relevant from irrelevant facts
Making plausible inferences, predictions, or interpretations
Clarifying issues, conclusions, or beliefs
Thinking independently HOMEWORK REMINDERS
-
29
LITERACY CONSIDERATIONS
L Learn Reading of
Informational Text, Visuals, Graphics
> previewing and analyzing features of a text > locating
and accessing information from a variety of sources > reading
aloud- thinking aloud > finding organizational and structural
patterns > identifying 5 W + H > identifying signal words
> extending vocabulary and identifying unknown words >
reading different text forms (texts, visuals, graphics) >
reading for purpose and pleasure
I Increase Reading
and Comprehension
Skills
> highlighting key words, passages, quotes, elements in texts
> interpreting text forms > organizing ideas from text:
note-taking skills, concept maps, visualizing > differentiating
between most and least important ideas / information >
identifying main points, thesis, main arguments
T Think and Respond
Critically to Informational Texts
> asking questions > making inferences > using context
to find meaning > drawing conclusions > solving problems >
making judgments > identifying bias > determining credible
sources; analyzing validity of sources
E Evolving Writing
Skills
> writing for a purpose: webbing, mind mapping, report, types
of essay, journal, procedure, reflection, synopsis, abstract, prcis
etc. > rapid writing, generating ideas > organizing arguments
in writing > supporting the main idea / argument with evidence
> adding details and explanation > writing with clarity >
improving mechanics of writing
R Revising and
Editing Written Work
> reorganizing ideas > asking questions to revise writing
> peer editing > proofreading without partners > improving
mechanics of writing
A Applying Oral
Communication Skills
> communicating for a purpose and audience: pair work, small
group discussions, whole- class discussions, oral presentations,
debates, role play, jigsaws > questioning, listening and
speaking > articulating and communicating ideas critically >
communicating explicit and implicit messages, conclusions and
inferences > communicating effectively using visuals, graphics,
texts or orally
T Types of Literacy
> promoting literacy skills and experiencing literacy in a
variety of forms such as literacy; digital and technological >
reviewing literacy skills
E Evaluation and Exemplars
> check Liter8 skills through reading and writing tasks >
use sample OSSLT test questions / templates > reflective and
constructive feedback
-
30
> examples and exemplars of good reading, writing and
communication skills
EXCERPTS FROM PRIMARY SOURCES
PHILOSOPHER RESOURCES Descartes
Descartes, Rene Meditations on First Philosophy,
Discourse on Method and Meditations on First Philosophy 3rd
Edition. Translated by Donald A. Cress, 1993 Hackett Publishing
Company Inc.
Plato
Plato. Knowing and Believing, Platos Republic, translated by
G.M.A. Grube, pp. 135-140. 1974 Hacket Publishing Company.
Hume
SECTION IV Skeptical Doubts Cconcerning The Operations Of The
Understanding (Part 1 and 2)
http://18th.eserver.org/hume-enquiry.html#4
Al-Ghazali
http://www.ghazali.org/articles/gz1.htm
Russell
Russell, Bertrand. "Truth and Falsehood",
Problems of Philosophy. p119-130, 1918 Oxford University
Press.
Nagarjuna (c. 150-250)
Epistemology
By David Edward Cooper, Jitendranath Mohanty, Jitendra Nath
Mohanty, Ernest Sosa (pg 87 96)
http://www.iep.utm.edu/n/nagarjun.htm
Bishop George Berkeley A Treatise Concerning the Principles of
Human
Knowledge http://philosophy.eserver.org/berkeley.html
Saint Thomas Aquinas Summa Theologicae
http://www.newadvent.org/summa/
Appendix 3.1
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31
Rene Descartes (1596-1650) School of Thought: Foundationalism -
Rationalist Quick Facts and Bio: Dissatisfied with the type of
knowledge that was prevalent in his day, Descartes set out to
discover a foundation or set of principles that, because it was
absolutely true, would lead him to acquire other concepts which
would also be absolutely true. Accordingly, he developed a method
(Discourse on Method) that, if properly followed, would help him to
construct a firm foundation on which to build a view of himself and
the world which he would know was true or certain. His Method to
find this foundation of certain truth consisted of four steps: The
first was to accept as true only that which presented itself to him
in a clear and distinct manner The second was to subdivide problems
that he encountered into their components parts so he could more
easily find their solution. The third was to begin his search for
knowledge with the simplest and most-easily understood matters and
proceed in an orderly manner to study of more complex phenomena
(deduction). The fourth and final step was to keep a record of his
discoveries and review them so that nothing was missed as he
searched for true knowledge. To begin the process of finding clear
and distinct information which he could base all other true
knowledge on, Descartes undertook to evaluate all the ways of
knowing that might produce this true knowledge. He referred to this
evaluation as doubting. The clear and distinct knowledge that
characterizes the statement I think, therefore I am (je pense, donc
je suis) is referred to by Descartes as intuitive knowledge, or
conclusions one reaches on the basis of ones intuition rather than
by a complicated logical process. An intuitive conclusion is one
that someone just knows. No proof is required in order to pualify
it as certain knowledge. In todays terminology, it could be called
a gut feeling. Summary:
None of the traditional subjects such as philosophy, etc.
provides the certain knowledge he is seeking.
Descartes evaluates knowledge. Any knowledge that can be doubted
is rejected. Knowledge based on sensation is rejected
Extracted from Source: Independent learning Centre, 2004
Appendix 3.2 John Locke (1632-1704) Empiricist Quick facts and
Bio:
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32
Founder of the Empiricist, approach to knowledge, Locke was
strongly influenced by the methodologies being used by scientific
researchers in his era. These methodologies stressed the importance
of the empirical or observational-experimental approach to
discovering scientific truth. Locke disagrees with the rationalist
philosophers who maintain that our ideas are generated by reason
rather tan sensation, the process relied on science for its
observations. He outlines the role of sensory perception in the
apprehension of ideas in his Essay Concerning Human Understanding.
Locke maintains that all of our ideas about the external world come
through sensory perception. However, he asks if you can be certain
that these ideas reflect the world as it actually is. The
rationalists, of course, think that you cannot rely on what the
senses tell you about the world. After much thought, Lockes answer
is: Some of the ideas are accurate. Locke says that material
objects have primary qualities, which are actually present in their
structures and constitute the real world. They include an objects
solidity, size or extension, its figure or shape, and whether it is
at rest or in motion. Use the example of a candle. We know that the
candle contains these primary qualities: it is solid to the touch,
it is about ten centimeters high, and it sits unmoving on the
table. Thus, you can be certain that the ideas generated by the
primary qualities in an object reflect that object as it really is,
because these qualities are actually present in the object itself.
However, there are also secondary qualities of external objects.
Theyre not physically present in external objects. Theyre not
physically present in objects. These, therefore, are not as real as
primary qualities. These qualities are still caused by the objects,
and exist as powers or immaterial forces in the objects. They
trigger your senses to experience the objects colour, sound, taste,
smell, and temperature. But these are more subjective measurements,
since what looks like green to you might look like blue to me. The
heat and light of the candle, for example, are not within the
candle; it is the power of the candle that causes us to experience
heat and light within our bodies. Thus, according to Locke, we are
less certain that our ideas of secondary qualities reflect the
object as it really is. In Lockes time, there were no set
temperature scales such as Celsius or Fahrenheit. While the
rationalists placed almost no faith in sense perceptions capacity
to understand the external world, Locke is certain that the senses
grasp primary qualities. He also has at least some measure of
certainty that they can accurately perceive secondary qualities.
Since it is the primary qualities of an object that form the
essence of the real world outside the mind, and since the mind,
through sensation, is able to form accurate ideas of those
qualities, sensation reflects the external world as it really is.
Having established that the sense can accurately reflect the world,
Locke is next concerned with the way the mind becomes aware of all
aspects of an object rather than just a few of them. He divides the
ideas that the senses form about an object into simple ideas and
complex ideas.
Extracted from Source: Independent learning Centre, 2004
Appendix 3.3
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33
Eastern Philosophy: Buddha (c.560-480 BC) The Buddha is
dismissive of attempts to answer many of the great philosophical
questions, such as whether the universe has always existed. He
considers such questions unanswerable, preferring to focus on the
practical. The Buddha is interested in acquiring the wisdom
necessary to achieve a very concrete result the removal of
suffering. The philosophy of the Buddha involves a theory about the
nature of human existence and how we might achieve release from
suffering. He does not recommend that we passively accept his
pronouncements as a matter of faith. Rather he encourages us
actively to test them for ourselves against our own experience. The
Buddhas diagnosis of the root cause of our suffering, and his
recommended cure, are encapsulated in his four noble truths: The
Four Truths The first truth is that life is suffering. We see pain,
frustration and misery all around us. Our suffering both physical
and mental may be punctuated by brief moments of happiness, but the
suffering soon returns. Why?
According to the Buddha, because we have mistaken conception of
both ourselves and the world. We think of ourselves as possessing
an enduring core or essence. We also suppose that the world is
comprised of enduring, substantial things possessing essences of
their own. But the truth is that the world sis fundamentally one of
transience ad impermanence. There is no robust essential core to
either ourselves or the world. Being ignorant of this, we try to
cling on to things: to ideas, to external objects and even to our
own identity. We crave and attempt to maintain a grip on what we
believe will make us permanently happy. But we are inevitably
frustrated. We are grasping at air and, therefore, what happiness
we achieve is always short-lived. The second truth is that this
ceaseless attempt to grasp at transient things traps us in an
endless cycle of suffering, of birth and rebirth. What is reborn is
not an enduring, substantial self for we possess no such essential
core. A person is best thought of, no as an entity, but as a
causally interrelated bundle of ceaselessly shifting psychological
and physical features that pass through countless cycles of
suffering. The third truth is that we can release ourselves from
the treadmill of suffering. If we let go if we cease trying to
grasp what is not there- our suffering will cease. For many
Westerners the thought that there is life beyond the grave- that we
might e reborn to live again is reassuring. But for he Buddha,
rebirth is something we should seek to avoid. In fact, if the
Buddha is correct, the craving for such a permanent, enduring self
is actually on of the root causes of our suffering. The fourth
truth is the Buddhas eight fold path: a plan for living that will
help us to achieve nirvana. We need to acquire the right view, the
right intention, right speech, right action, right livelihood,
right effort, right mindfulness and right concentration.
Extracted from Source: The Great Philosophers, Stephen Law
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Appendix 3.4 Statements to ask the class for Think Pair Share
exercise Abstract /Theoretical Statements:
There is a way to find out that human knowledge exists. E There
are some things that humans can never know. A There are some things
we can know with absolute certainty. A Knowledge is acquired and
taught. E You are born with knowledge and all you have to do is
think. R We absolutely know what we know. R
Practical/Applicable Statements:
The sky looks blue, so it must be blue. The earth is flat. We
live in a democratic society. People are all the same. The planet
is heating up. Men are equal to Woman. Teacher can formulate other
statements of a practical/applicable nature.
R= Rationalist; E= Empiricist; A=Alternative Appendix 3.5
Rubric: Philosophy Log Criteria Level 1 Level 2 Level 3 Level 4
Knowledge/ Understanding Correctly use the terminology of
philosophy. Reckon with the unique character of philosophy
questions.
You rarely use the terminology of philosophy, or make errors in
usage. Your reflections indicate a limited understanding of the
character of philosophical questions.
You use the terminology of philosophy, but make occasional
errors in usage. Your reflections sometimes miss the philosophical
nature of the issue.
You use the terminology of philosophy frequently and correctly.
Your reflections deal meaningfully with the philosophical aspects
of the issue.
You use the terminology of philosophy fluently. Your reflections
deal meaningfully and provocatively with the philosophical aspects
of the issue.
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Thinking/ Inquiry Apply logical and critical thinking skills to
evaluate philosophical positions.
You approach the topic with limited logic. You are not working
hard enough to hone the critical and rational mind of the
philosopher here.
You approach the topic with satisfactory logic. It is clear that
you are making good attempts at critiquing philosophical
positions.
You approach the topic with logic. You are critical in your
evaluation of the philosophical positions.
You approach the topic with rigorous logic. You are critical and
insightful in your evaluation of philosophical positions.
Communication Write in a clear and lucid style.
Writing has enough errors to occasionally obscure meaning. One
has to work too hard to decipher meaning.
Writing is understandable, but it occasionally interferes with
your meaning. One has to work a little to decipher meaning
Writing is clear and lucid. Arguments and thoughts are easily
understood.
Writing is clear and lucid and enlivens the topic. Arguments and
thoughts are brought to life by the writing.
Application Connect philosophical concepts to your own
understanding or experiences. (Run the positions of major
philosophers through the laboratory of the self)
You make limited connections between philosophical concepts and
your own understanding or experiences. Do the philosophical
positions ring true based on your experience of the world? You do
not go far enough in answering this question.
You make adequate connections between philosophical concepts and
your own understanding of the world. You can do more to test the
philosophy against your own experience of the world.
You connect philosophical concepts to your own understanding or
experiences. You test the philosophical position in the laboratory
of the self.
You powerfully and consistently connect Philosophical concepts
to your own understanding or experiences. Your laboratory of the
self is operating at a deeply reflective level.
Note: A students whose performance is below Level 1 has not met
the expectations Appendix 3.6
RUBRIC : Solo Reflection and Questions on Knowledge and Truth
Category
Criteria Level 1
Level 2
Level 3
Level 4
Knowledge/ Understanding
Demonstrates an understanding terminology and methodology
associated with epistemology.
Demonstrates limited understanding of terminology and
methodology associated with epistemology.
Demonstrates some understanding of terminology and methodology
associated with epistemology.
Demonstrates considerable understanding of terminology and
methodology associated with epistemology.
Demonstrates thorough understanding of terminology and
methodology associated with epistemology.
Thinking / Inquiry
Demonstrates an ability to critically analyze personal thoughts
and a
Demonstrates limited ability critically analyze personal
thoughts
Demonstrates some ability to critically analyze personal
thoughts
Demonstrates considerable ability to critically analyze personal
thoughts
Demonstrates an exceptional ability to critically analyze
personal thoughts and always seeks
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deeper level of thinking towards the questions in hand.
and does not illustrate a deeper level of thinking towards the
questions in hand.
and rarely seeks to deepen their level of thinking towards the
questions in hand.
and does seek to deepen their level of thinking towards the
questions in hand.
to deepen their level of thinking towards the questions in
hand.
Application
Demonstrates an ability to stay focused on task (i.e. not
speaking with anyone and following directions) and clearly
contemplating the questions in hand.
Does not stay on task and very little thought put into the
process during the solo
Sometime stays on task but is easily swayed and brought off
task. Does very little to look deeply into the questions in
hand.
Stays on focused and on task. Is able to clearly demonstrate
through writing and contemplation that they are bought into the
process and are attempting to determine their own personal truths
about knowledge
Clearly stays focused on task. Is able to demonstrate through
writing and contemplation that they are sold on the process and are
able to reflect on their own understandings of truth and articulate
them on the page
Communication
Written answers are creative with a focus on understanding
knowledge and truth.
No Focus Unclear
Written answers attempt to define their perspective on truth but
are scattered and difficult to understand
Written answers have clarity of thought, with few errors and
define their perspective clearly on the questions provided.
Written answers are exceptional, with very clear links to
thought patterns. Clear, crisp and concise sentences throughout
that elaborate their opinions and ideas on epistemology.
Appendix 3.7
RUBRIC : Philosophy Letter Writing Category
Criteria Level 1
Level 2
Level 3
Level 4
Knowledge/ Understanding
Demonstrates an understanding of terminology and methods
associated with either Rationalist thought, Empiricist thought, or
Alternative- Buddhas Philosophical thought
Demonstrates limited understanding of terminology and methods
associated with either Rationalist thought, Empiricist thought, or
Alternative- Buddhas Philosophical thought
Demonstrates some understanding of terminology and methods
associated with either Rationalist thought, Empiricist thought, or
Alternative- Buddhas Philosophical thought
Demonstrates a considerable understanding of terminology and
methods associated with either Rationalist thought, Empiricist
thought, or Alternative- Buddhas Philosophical thought
Demonstrates thorough understanding of terminology and methods
associated with either Rationalist thought, Empiricist thought, or
Alternative- Buddhas Philosophical thought
Thinking / Demonstrates the Demonstrates Demonstrates
Demonstrates Demonstrates an
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Inquiry
ability to examine and differentiate between their own
philosophical ideas around knowledge and absolute truth and is able
to interweave these thoughts throughout the letter. (comparing and
contrasting) Student identifies concrete examples from text
(handouts)
limited ability to examine and differentiate between their own
philosophical ideas around knowledge and absolute truth and is able
to interweave these thoughts throughout the letter. (comparing and
contrasting) Student never identifies examples from the text
(handouts)
some ability to examine and differentiate between their own
philosophical ideas around knowledge and absolute truth and is able
to interweave these thoughts throughout the letter. (comparing and
contrasting) Student rarely identifies examples from the text
(handouts)
considerable ability to examine and differentiate between their
own philosophical ideas around knowledge and absolute truth and is
able to interweave these thoughts throughout the letter. (comparing
and contrasting) Student identifies some concrete examples from the
text (handouts)
exceptional ability to examine and differentiate between their
own philosophical ideas around knowledge and absolute truth and is
able to interweave these thoughts throughout the letter. (comparing
and contrasting) Student identifies many concrete examples from
text (handouts)
Application
The student creatively bridges their ideas formulated on their
solo with the ideas of the chosen philosopher. Letter creatively
and effectively articulates what the students position is on
knowing and absolute truth.
Ineffective at bridging their ideas formulated on their solo
with the ideas of the chosen philosopher. Letter writing is not
creative and does not articulate what the students position is on
knowing and absolute truth.
Somewhat effective at bridging their ideas formulated on their
solo with the ideas of the chosen philosopher. Letter writing is
somewhat creative and articulates what the students position is on
knowing and absolute truth.
Effective at bridging their ideas formulated on their solo with
the ideas of the chosen philosopher. Letter writing is creative and
effectively articulates what the students position is on knowing
and absolute truth.
Highly effective at bridging their ideas formulated on their
solo with the ideas of the chosen philosopher. Letter writing is
extremely creative and effectively articulates what the students
position is on knowing and absolute truth.
Communication
Demonstrates organization, clarity of thought, spelling and
grammar
Little care Many errors Not proof read
- Somewhat neat - Some errors - Unclear
- Neat - Few errors - Clarity of thought
- Very Neat - Error free - Clear, crisp and concise
sentences
Appendix 4.0
The Matrix Movie Assignment
Thinking/Inquiry and Application Assignment
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Neo is a young software engineer and part-time hacker who is
singled out by some mysterious figures who want to introduce him to
the secret of the matrix. The cops also seem to be after him, and
he takes a chance on discovering what he has always suspected: that
the world is not quite what it seems to be and a sinister
conspiracy is at work.
While you are watching the movie The Matrix, answer the
following questions in detail.
1. The Matrix has obvious connections to the Evil Genius theory
of Rene Descartes. Explain how the movie relates to this theory
(including Descartes idea of I think, therefore I am) and describe
what the evil genius is in this movie.
2. At one point in the movie the character Cypher is having
dinner, in the Matrix, with Agent Smith.
During the meal he states that so long as it tastes juicy, an
illusory steak is real enough for him. What theory of perception
and truth is Cypher using and explain why?
3. Suppose you are a person living in the real world outside the
Matrix. Use the correspondence,
coherence and pragmatic theories of truth to determine which
world (either the outside real world or the one inside the matrix)
is actually the true world. Explain each answer.
4. Neo goes to the Oracle to find out if he is the one. While
there he speaks with a boy who is bending spoons. The boy says it
is not the spoon that bends it is only yourself that bends. There
is no spoon. Using each theory of Perception and Truth explain
whether or not there is a spoon and whether Neo can bend it.
(Common-sense realism, Representative theory, Subjective Idealism,
Phenomenalism)
5. At the end of the film Morpheus is watching Neo take part in
the films final battle and says that
he (Neo) is starting to believe. It could be said that Neo
finally understands Descartes idea of I think, therefore I am.
Explain how this knowledge of himself and of the world affects the
final culminating battle.
Appendix 5.0
Platos Allegory of a Cave (Handout)
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The prisoner's in Plato's cave are the poor ordinary men, like
me and you. Fortunately there are philosophers who are not happy
with what they see or hear and they turn their heads and even try
to get out from the cave to see the real world. Today the situation
is even worse, there are some who control the fire, the projector
of the images and finally what we see in order to control us (at
least they try). In the seventh book of The Republic the Greek
philosopher Plato discusses our situation of the understanding of
the world. In an allegoric view we live in a cave having our legs
and necks chained so that we cannot turn around our heads and can
see only before us. Above and behind us a fire is blazing at a
distance, and between the fire and us there is a raised way; and we
see a low wall built along the way, like the screen which
marionette players have in front of them, over which they show
their puppets. The situation is like in a movie theatre where we
observe the shadow of objects on a wall using as a projector the
light of a blazing fire. From these limitations we try our best to
understand the world from the shadows of the objects. (Plato's Cave
and Inverse Problems, Michael Lahanas
http://www.mlahanas.de/Greeks/PlatosCave.htm)
Study Questions:
1. What do you think is the point of Platos Analogy of the
Cave?
2. How do you think this point can be related to the Matrix?
3. What is the role of the sun?
4. Why does he pity the other enslaved men?
5. Why would the enslaved men put anyone to death who tried to
release them?
6. What does this analogy say about knowledge? Appendix 6.0
Reason as a Basis For Knowing
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Theories of knowledge are called rationalistic when they claim
true knowledge can be acquired by reason alone. Sensory experience
cannot be trusted as a reliable source of knowledge because the
sensory world can deceive.
Plato Believed in 2 worlds: the visible, imperfect world of
senses (material world) and
the invisible, perfect world of forms (innate ideas) He laid the
groundwork for rationalism Saw that the material world changes
constantly therefore the material world can
never be known and is less real than the world of forms The
world of forms is the truest reality and can be known because it is
innate (it is
already in the human mind at birth). No one can see these forms
but they claim to know them (ie: the perfect rock concert, or slice
of pizza).
These forms are innate and are used to judge all things in the
material world (ie: chairs, trees, justice, beauty)
World of Senses World of Forms Visible Invisible Material
Immaterial
Changing Unchanging Particular Universal
Accessible through the Senses Accessible through reason Plato
believed people go on an intellectual journey from dreaming and
imagining, to believing, to thinking and finally to true knowing
(Allegory of the Cave) Dreaming and imagining these things are
merely images or copies and cannot
be known Believing involves patterns and objects that can be
clearly perceived. But it can
still only be belief. Ie: This is my car. Plato would encourage
you to say, I believe this is my car. But you can still act on your
belief and drive away with it.
Thinking People move to this when they use reason to formulate
principles and make assumptions. Doing this moves people away from
the visible world of senses towards the world of forms.
Thinking upward to come to assumptions about the world
(Einsteins Theory of Relativity or Bishop Desmond Tutus advocacy of
forgiving oppressors) allows people to reason their way to true
knowledge.
Platos Intellectual Journey World What is Known Kind of
Knowing
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World of the invisible World of the invisible World of the
visible World of the visible
Forms, universal concepts Assumptions, relations, concepts
Objects perceived by senses Images
Knowing Thinking Believing Imagining/Dreaming
Rene Descartes He doubted that the senses were an avenue to
knowledge Used skepticism as a tool to determine the difference
between believing and
knowing Used his evil genius argument to support his theory that
the human experience
offers no grounds for believing anything In the process of
doubting everything he realized he could not doubt two things
o He could not doubt he was doubting o Because he was doubting,
he had to be the doubter
Descartes used Deductive Reasoning every statement must be
deduced from a previous statement that is assumed to be true
Descartes Deductive Reasoning Statement I doubt everything TRUE
Statement Doubting everything means there must be doubting TRUE
Statement If there is doubting, there must be a doubter TRUE
Certainty I doubt, therefore I must exist (I think, therefore I
am.) TRUE
Descartes ideas were similar to Platos Both believed ideas were
innate and
people can use their ability to reason to discover these ideas.
They also questioned knowledge gained from the senses.
However, Plato never doubted the existence of the external
(material) world Plato focused on the con